Research as a game of empire

Dr Luca Morini is a Research Fellow at the Centre for Global Learning Education and Attainment of Coventry University.

He holds a Master’s Degree in Psychology and a Doctorate in Education and Communication, obtained researching into the social, cultural and pedagogical dynamics which occur in Do-It-Yourself amateur game design communities. A bit like punk rock, but geekier.

His current areas of interest intercultural education, critical pedagogy, systems thinking and the globalisation of higher education (HE).

Luca tweets from @LucaMorini11.


First of all, an introductory note: to propose a one-size-fits-all definition of colonialism would be itself quite a colonial approach, and I would instead prefer to point you at this extensive reading list.

Image from severnbeachantiques.com/c1930s-glevum-british-empire-board-game-complete

Image from severnbeachantiques.com/c1930s-glevum-british-empire-board-game-complete

For the purpose of this article, it will suffice to say that colonialism is about the oppressive domination of lands and people as much as it is about those people’s alienation from selves, identities, historical heritages and ways of knowing, to paraphrase Ngũgĩ wa Thiong’o. Decolonisation is therefore an effort towards deconstructing structures of oppression as much as it is about making visible the deep histories of identities, cultures, knowledge and institutions (which in turn makes accusations of “tearing down history” either misinformed or disingenuous).

If you would prefer to explore this field of work with a specific focus on the University, pick up “Decolonising the University”, edited by Gurminder Bhambra, Kerem Nişancıoğlu and Dalia Gebrial.

My contribution is nothing more than an attempt to open those conversation to researchers in general.

Second, a necessary disclaimer: I am yet another white, European, cisgender, heterosexual, able-bodied, decently salaried guy. While I undeniably benefit from past and present forms of colonialism, I also think that they immeasurably impoverish all of us. Indeed, they impoverish the whole world, simply by “ruling out” alternative ways of existing. While this is true in all fields, my experience most closely pertains to the field of Higher Education and Research (and, more specifically, Research on Higher Education), which is particularly dangerous due its positioning as a key engine of social replication and production.

It’s a colonially structured research community, and research assessment and funding criteria can’t help but perpetuate colonial patterns of inequality.

While I have previously discussed the impact of competitive dynamics on staff wellbeing, this post focuses on competition in research and, in particular, its colonial dimension. Again, my argument will echo the language of game design, one that is both accessible and, for historical reasons, replete with colonial metaphors. This approach seems even more fitting when discussing research, with all its pervasive scores, rules and rankings, or as I have started to call them the ‘Three Colonial Rulings’. Read more of this post

ERA and Gender Equity-ish

Associate Professor Sandy O’Sullivan is an Aboriginal (Wiradjuri) person, and identifies as transgender/non-binary (they/them/theirs).

Sandy is Deputy Head of the School of Creative Industries at the University of the Sunshine Coast, and part of the team at the national social media platform: IndigenousX.

For 27 years, they have taught and researched across gender and sexuality, the body, performance, design and First Nations’ representation, and hold a practice-focused PhD across these intersecting areas.

Sandy tweets from @sandyosullivan.


Last week, the Australian Research Council (ARC) released their Gender and the Research Workforce report.

While it appropriately positions the need for direct action in providing support to increase the national participation rates of female researchers, there’s an entire group of researchers missing from the analysis, graphs, and the resolutions of gender parity announced on the 10th of October by the Minister for Education.

For ten years, the Australian Research Council has used a tool connecting researcher, research and institution, in the measurement of Excellence in Research for Australia (ERA). Their reporting on gender found in this week’s report is derived entirely from the data gathered in ERA.

ERA aims to identify and promote excellence across the full spectrum of research activity, including both discovery and applied research, within Australian higher education institutions.

ERA has aided the sector in understanding the demographics, influence and reach of those research contributions, with the analysis in this week’s report clearly recognising the need to increase opportunities for women engaged in research.

As a response to the report, the Minister for Education, Hon Dan Tehan MP and Melissa McIntosh MP announced support measures for greater participation by women. This included the appointment of Australian Laureate Fellows, Professor Belinda Medlyn (WSU) and Professor Lynette Russell (Monash) – both exemplary researchers and champions in the participation of women in research – to ‘act as ambassadors to promote up-and-coming women in research’.

This is great news for women, for research, and for society in general. We need greater participation by researchers who are women, and this report and the ministerial announcements go some way to acknowledging and addressing this. However, in the same report, researchers who do not identify within the gender binary have no clear representation, and no opportunity for meaningful measurement, response or supported action.

So, who is missing from the review, and what does this mean for ensuring gender equity? Read more of this post

Getting your crowd-funding project off the ground

Lauren GawneLauren Gawne is a David Myers Research Fellow at La Trobe University. Her research focuses on grammar and gesture in Tibetan languages of Nepal. She is one half of Lingthusiasm, a podcast that is enthusiastic about linguistics, with Gretchen McCulloch. You can find bonus episodes on Patreon, and they also have a range of stylish merch. Lauren also runs the blog Superlinguo and By Lingo for The Big Issue (Australia).

She tweets from @superlinguo, and through the Lingthusiasm Twitter account, @lingthusiasm. Her ORCID is: 0000-0003-4930-4673.


Lingthusiasm banner | Image courtesy of Lauren Gawne.

Crowdfunding a project is a great way for your research, or research communication, to connect with a wider audience. Sometimes, it’s the only way to make a project happen if it doesn’t fit into traditional funding models.

Crowd-funding can also support projects that are joyful or beautiful, which are not standard grant metrics. Crowd-funding is not a panacea for the continued shortfall in government and philanthropic funding, but it is an exciting tool for research.

Jonathan has already written a great introduction to patronage as a funding model. This could be a one-off campaign on Kickstarter or Pozible, or a monthly subscription type project through platforms like Patreon or Substack. If you have an idea for a project, this post has some advice for how to think about setting up a crowd-funded project. The patronage model isn’t for everyone, but I’ve enjoyed learning how to run a project in a way that draws on business planning as well as the usual project planning that I do as an academic.  Read more of this post

How do you start a research network?

Image from Mark Fletcher-Brown | unsplash.com

We had a question recently from Ely asking for pragmatic advice on starting an international research network. Alyssa Sbisa and Sally Grace wrote “Setting up a professional network” a while back and that post has heaps of relevant good advice that I’d strongly encourage you to check out!

I’d written previously on building a research network on a shoestring, and much of that still applies. I realise now, however, that the earlier post presumed a network that needed cohering and development.

I think Ely is after something that addresses a much earlier step: how do you even get a research network started?

This post aims to tackle this, and would welcome others’ input on the topic. I’m speaking very much from my HaSS (Humanities/Social Sciences) point of view, and realise that other areas may have quite different contexts and ways of doing things. One of the things I should make clear from the start is that I’m talking about how to start a research network with few to zero resources. I’m not talking about setting something up with a ready cache of funding, or the need to access such a cache.

These are the key things you need if you want to start a research network: Read more of this post

A good example

Little Free Library, Madison, by Ali Eminov on Flickr.

Do you share your grant applications with people?

Writing an application from scratch is hard work. It is particularly hard when you haven’t done it before. That might be because you have never applied for a grant before. Thankfully, that only happens once. More likely, it is because you’ve never applied for a particular grant before. That might be because the scheme is new or because it is a new opportunity for you. It might be because you’ve moved to a new country, and need to put in an application to a funding agency in your adopted home.

One of the best ways to understand what the research funding agency is asking for is to see a worked example. The very best way is to read the guidelines (and I’m sure that you all do that). But guidelines can only go so far – sometimes they are a bit vague, or ambiguous, or repetitive, or just poorly written. Sometimes it isn’t the fault of the guidelines at all – the fear of the task (and the ramifications of failure) overwhelm your capacity to understand the instructions. In all these cases a good example can go a long way to helping the writing process. So where can you find examples of applications?

Read more of this post

How do we support research engagement?

Joann CattlinJoann Cattlin is project manager on the Innovative Learning Environments and Teacher Change project, an ARC Linkage project at the University of Melbourne.

Building engagement is central to her role in coordinating the team of 20 researchers and 17 partners across four countries. The project has achieved significant collaboration with partners and has generated international interest from other researchers, industry and community.

She has worked as a researcher and project manager for the last 10 years and was previously an academic librarian. Joann received a Universitas 21 scholarship to undertake this study tour and is conducting ongoing research on the link between project management approaches and engagement. Joann is presenting case studies from her trip at the ARMS conference in Adelaide. You can find her on Twitter at @jocattlin.


Shape Lab at MoMA, by Michael Nagle and MoMAlearning on Flickr.

Research engagement is a government priority in many countries. While the requirements differ, there is a growing body of research and practice that can help inform how we respond.

In June 2019, I visited eight universities in Canada and the USA and met with 65 managers and academics to find out what  how research engagement was supported in North America.

North American context

In Canada and the USA, the drivers for research engagement are a combination of funder requirements, mission-driven community engagement and growth of research partnerships. In Canada, research engagement – or knowledge mobilisation – has been a requirement of major government grants for over 10 years. In the USA, the National Science Foundation is the only funder requiring engagement or broader impacts.

Universities have developed a range of responses to support researchers and there are also networks and communities of practice like Research Impact Canada and the National Alliance for Broader Impacts.

I met with research managers and academics within central research offices, faculties and research centres across a range of disciplines, which provided me with a detailed snapshot of what engagement looks like in practice. I was interested in the way universities structured support within both centralised and devolved structures, and how they addressed the common challenge of connecting researchers and professionals across complex and often siloed organisation.

Four key areas emerged: Read more of this post

10 days in

Image from The Leveraged PhD's social challenge page | theleveragedphd.com/social-media-challenge

Image from The Leveraged PhD’s social challenge page | theleveragedphd.com/social-media-challenge

I use Twitter a lot.

I have used it across my various professional faces for over ten years now.

I get invited by other institutions to give masterclasses and invited workshops about creating and managing digital identities.

I teach workshops about ‘researchers and social media’ every semester. I’ve written quite a few blogposts about social media, including what I like seeing researchers post, how to run a shared social media account, what is your social media ‘voice’, what I tweet, why I’d unfollow you (and why I’d follow you), and posts on livetweeting. And I’m still learning a lot about its use and flexibility.

I recently started participating in a social media challenge, and I’m having a great time and feeling rather enlightened about my own practices. I thought I’d share them with you (now, ten days in) and compare my thoughts with when the challenge is over at the end of September.

Read more of this post